Dce Unit 6

E1. Collate evidence which describes the role of the practiti angiotensin converting enzymer in working towards a wellnessy lifestyle and environment for tiddlerren. In this section I lead cover the role of the practiti atomic number 53r in working to provide children with a sizeable lifestyle and how it is reall(a)y outstanding of making sure that the child gets e actuallything they requirement to stay healthy. There ar many different ways the practitioner pile incite a healthy lifestyle and this put up be done through actuateivities children can do to infer and gain a healthy lifestyle pract scratch session booksRole play- farm shop Physical games- running, riding bikes and scooters and soft play eye socket Spending conviction washing applys after going to the toilet, forrader eating or after sneezing Brushing your teeth (not all settings do this but mostwhat do to encourage children to be subject to brush their teeth on their own) Singing songs that can help children to down the stairsstand active healthy foods and not healthy. It is grievous not to tell children that crisps and coffee bean is not good for you be arrive they may not take to eat it.There is no good or bad food it is just a pillowcase of balancing the childs diet so it is part of the practitioners role to provide healthy snacks and meals to ensure that they argon get their five-a- sidereal day. Having tick charts can be a good way to promote a healthy lifestyle. By ticking off each day what the child has had to eat can encourage them to eat more than healthily. day-by-day exercise- children kindred to run around but for those who like to sit quietly, the practitioner should plan activities to include those children so they be getting the exercise they need in order to devour a healthy lifestyle.E2. Provide tuition about legislation which supports the rights of children to a healthy lifestyle. Here atomic number 18 some legislations that support the rights o f children LEGISLATION DESCRIPTION Human Rights Act 2000 This act was designed to give children the same rights as adults. United Convention on the Rights of the tiddler This act seeks respect that children have a right to and deserve. Safeguarding Vulner suitable Groups Act 2006 This act is designed to make sure that adults working with children and other assailable groups argon vetted not just in childc ar but in addition in other organisations.Childcare Act 2006 This act incorporates the welfare standards with which all settings with children under the age of eight use the Early Years Foundation power point (EYFS). Control of Substances Hazardous to Health Regulations (COSHH) This act states which substances which can make the great unwashed ill or injure themselves must be stored and used in the proper manner. Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995 This act requires the recording of any accidents or illnesses at the setting or wor k placement.E3. Provide information about a range of factors which may affect childrens health and social welfare at differing times in their lives. Factors that affect the health of children Poverty essay Pollution Housing Unsafe environments Low feature weight skunk Drug and alcohol misuse during pregnancy Lifestyle Families and community malady and disability Most of these factors have a negative factor on a childs health but some of them can have a positive effect. For example a childs lifestyle can make a huge difference to his health.If a child is eating a well-balanced diet then the childs health would be a good one because he is getting all the nutrients and vitamins he call for. And it a child is very active the child can benefit from this because as they grow erstwhile(a) the exercise they have done while they are young willing enable them to do a lot more things when they are older. E4. entangle evidence of the effects of these factors on childrens health. These are the consequences that the factors stated in E3 that affect a childs health SmokingSmoking during pregnancy can result in the child being smaller, having a low birth weight and the child is more likely to suffer from asthma when they are older or at a very young age. sad housing Poor housing can affect childrens health through dampness, over-crowding and infestation of insects and other vermin. Poverty If people are living in poverty they will not be able to require adequate housing which will then affect their health as mentioned above. Department of Health states that families living in poverty are less likely than other families to access health and other auxiliary services.In addition to this children will be more susceptible to obesity tooth crumple and unnecessary injury. Some children may already be assailable to diseases but are not diagnosed until something happens to trigger it. E5. Include examples of different operations for children which will maintain a health y lifestyle. All children need a routine other than they will get really confused and it may cause them to be distressed. Below is an example of a routine for a one year old. TIME ACTIVITY REASON RISKS 900 Arrive and refer and greet 11 settling. Time for parents to talk to key psyche and to discuss any changes.Builds social and emotional development Opportunity to try more about the child No essay 930 Registration Builds social development No risk 945 Play time whilst adult carries out observations one that child or others. Builds PSED, CD, KUW, PD and CLL. Depends what activity the child is doing also depends on the development reach Toys being discredited and the child hurting himself 1015 snack time sits with other children Stays healthy and builds social development likely risk of choking on food 1030 outside play Builds PD, KUW, PSRN, CLL, PSED and CD. Could fall over hurt themselves on the toys outside. 100 Choosing- does whatever the other children do Lets the child d ecide on what she wants to play with (child-initiated) Toys could be damaged or broken. 1130 Sleep/read stories loosening No risk 1200 Lunch time Stays healthy and builds social development Risk of choking on food 1230 Sleep/story time Relaxation No risk 100 Play- outside or inside (child initiated) Builds PSED, CD, KUW, PD and CLL. Toys could be damaged or broken 130 Soft play with Builds CD,KUW, CLL, PSRN, PSED, and PD.Child falling off and hurting themselves 200 Play- whilst adult carries out observation Builds PSED, CD, KUW, PD and CLL. Allows the practitioner to plan activities the child can do. Toys broken 300 class time Spends the rest of the day with parents No risk It is really important that a routine is followed with any child because it keeps them safe, promotes a healthy diet, allows time for the child to exercise whether it is through play or physical activity, keeps the child stimulated, allows them to have times of sleep and rest, promotes hygiene, builds a child s independency and it shows the child love and affection.Not all children follow the same routine so the practitioners need to plan and put together routines for children who have specific needs so they will not be left out otherwise they could develop self- esteem and self-confidence problems when they are older. (ref E8) E6. Include descriptions of TWO activities which are suitable to use with children to promote a healthy lifestyle. There are many activities for children that enable the practitioner to promote a healthy lifestyle. For example, at placement I have come up with an activity promoting hygiene.I have noticed that some children do not like to use sludge so the activity I have come up with an judgment that allows children to make their own welt that they can use to stay salutary and prevent germs. It also gives the children a sense of independence and ownership. Below is a recipe for making scoop. Instructions Set a kitchen vegetable grater into a large bowl, and give it to your child. Show her how to grate a white or light-colored bar of soap into the bowl. Youll need one cup of soap shavings. Ask her to split the shavings into four smaller bowls. Give your child a bowl of warm water and a spoon.Have her to dip the fingers of one hand into the water and shake it into one of the bowls of soap shavings. Add some(prenominal) drops of liquid food food color, and ask her to stir the mixture. Add more coloring drop by drop to deepen the shade until shes gifted with it. Have her scoop the blob of soap out of the bowl and figure out it into a ball. Ask her to knead, pinch, pull, stretch and generally mess with it until its teachable with the consistency of Play-Dough. If its too stiff, add a few more drops of warm water. Show your child how to pinch off small pieces of the soap dough ball and form them into shapes.Roll a ball of dough into a cylinder about ? -inch thick or a little larger to make a fat crayon for pudgy fingers. Encourage her to hold silly animals, geometric shapes or anything else that she can think of. Press some of the dough into the cells of ice trays for some uniformly shaped soap crayons. line of business a cookie sheet with paper towels. Arrange the completed shapes on the towels with space in between them. Put the sheet of soap shapes and the ice trays into the freezer for 10 minutes. Remove the cookie sheet and the ice trays from the freezer. drink down the crayons out of the ice trays and add them to the shapes on the cookie sheet.Set the tray of soap crayons in a cool, ironic spot for two days to harden and dry thoroughly. When doing an activity with children the practitioner must be aware of each individualistic childs needs and capabilities. For example, some of the children may not like the feel of the soap in their hands when in the stage of edge it together so when I come to do this activity I will put out spoons so the children have the choose whether they want to use spoons or not . This way none of the children will be left out just because they did not like the feel of the soap. This way I am showing a diverse and inclusive practice. (ref E8. )